An ‘inclusive citizen science’ practice encourages engagement from all members of society, whatever their social status, sociocultural origin, gender, religious affiliation, literacy level, or age. In this chapter we will first address the question of inclusiveness in citizen science and how this is tackled. We will analyse the current situation of a number of projects and initiatives within the Citizen Science COST Action CA15212 and the Horizon 2020 SwafS programme, examine the data, and discuss the main factors that encourage or hinder inclusiveness. We will offer recommendations for a possible plural participation in citizen science activities and reflect on how research is improved when diverse citizens are used as in-the-field experts. We will demonstrate how research questions can be fine-tuned and how research impacts are enhanced through citizen participation, with a focus on gender representation. Bottlenecks can occur when considering inclusiveness in citizen science, including in data interpretation, tasks that require long-term participation, and tasks that have specific language and intermediation requirements.

Biology and mathematics are key lessons in our curriculum from elementary to high school. Biology science studies the structure and evolution of living organisms and is directly linked to human life on the planet. Many of us have been wondering, "Why do we learn Math?" And "Where will they serve us?" In this work, by linking the courses of Biology and Mathematics, we highlight the role and value of mathematical science in analyzing and explaining real-world situations and phenomena. The experiment we conducted in three classrooms of our school, enabled us to mathematical modeling of infectious diseases, to draw conclusions, to motivate us to further research mathematical models and simulations that would interpret real-world conditions and contemporary ones. Therefore, it will help in making decisions and preventive measures.

This paper presents the fruitful connection between geometry and cultural heritage as innovative teaching and learning approach and examines the way that students learn geometrical concepts and in which way they construct and transform geometrical concepts and students’ engagement to get familiar with cultural heritage. This pilot research based on implementation of learning scenario by Europeana DSI-4 project and results provided by qualitative and quantitative evaluation could motivate educational community for implementation interdisciplinary learning scenarios with geometry for developments students 21st century skills through cultural heritage.

The name of our project is CITI.GEN Z+. The word citi.gen is a combination of citizen and generation, Z is the number of our generation and + refers to all the future ones. We chose this name because it fully expresses our cause, which is to help the members of the new generations become the global citizens of tomorrow. An overview of global challenges of our world, leads to a basic question ‘How citizens are we?’ and more specific ‘How citizens are the next generation’. In those terms, we design a research to measure the impact in attitudes of global problems to our school community. The methodology based on qualitative and quantitative analysis. As expected, results of this project are the change of the youth’s mentality on matters that affect everyone’s future. We have decided to put together a team of professionals that will help adolescents get through issues they might be faced with and in general aid them in improving their lifestyle. With the passage of time, this “club” will expand and hopefully support all the kids in need. This way, we will create a society where citizens are informed and activated to ameliorate the future.

Autonomous vehicles, as well as many other technological inventions, are at the center of attention because of the rapid revolution in the use of new technologies. Autonomous vehicles have been an area of scientific study and research for a very long time. However, the era when driverless cars move in streets is yet to come. That creates the rational question: Are autonomous vehicles really the future of mobility or are they just another viral utopia that will not come true? Most people do not know what exactly that phenomenon is about, thus not understanding the boundaries and hardships of the adaption of such a venture. To figure out what stops driverless vehicles from becoming our reality, we need to examine factors such as what autonomy really is, in what level can and should we achieve autonomy and how will these vehicles exactly operate. That is why it is considered as important to analyze these issues in this paper, as well as the conclusions that emerge as a result of my participation in the European Student Science Parliament, as well as of discussions and interviews with my classmates. After analyzing all the positions, judgments and discussions, the most important problems regarding the adoption of this invention, along with proposing realistic and effective solutions for each of them, are recorded.